Group two - Receptive Language
Baseline Report - 26.01.15
Pupil D

Pupil D is 14 year old young man with severe social and communication difficulties consistent with a diagnosis of Autism. He responds to simple one word instructions in a classroom setting and uses gestures and body language to indicate his needs. Pupil D remains focussed on his own activities and has little interest in communication with others.
The current IEP targets for pupil D are:
  • Use trial and error to fit objects into correct containers (shape sorter). Explore shapes feeling edges, corners, surfaces. Stacking/building shapes/blocks. Match large to large and small to small objects.
  • Produce some meaningful print, signs or symbols associated with their own name, Controlled fine motor skills when overwriting or tracing straight lines, shapes and patterns.
  • Develop my independence during daily routines.

Pupil D has currently been assessed as working around Pivats level P5.

Baseline results:
Pupil D watched a selection of short video clips with varying content, recordings were limited as pupil D gets highly distracted and was unable to remain focussed on the screen for periods of time.

Video 1: The Muppets

Pupil D attended to clip immediately and showed awareness of the recording tool bar at the top left hand corner of the screen (gaze plots 1 to 7). Once the clip begins playing, pupil D appears to scan the screen paying attention to the text (gaze plots 8 to 16).

As the clip continues, pupil D’s gazes are more fleeting, however they are mainly focussed on the facial area of the characters. Heat spots are evident for the following 20 seconds, at gaze plot 19 , pupil D is aware of another character entering the screen.



Gaze plots are then limited until gaze plots 35 and 36. Where pupil D’s interest is regained when a tool bar pops up onto the screen. Interest in the clip is fleeting although heat spots are detected throughout much of the clip.

Towards the end of the clip at gaze plot 54 to 77, pupil D seems to show interest in the lower part of the screen, searching the tool bar and time display. The clip was terminated after 1 minute and 18 seconds.

Video 2: Funny Animal Clips

Pupil D immediately attends to this clip and his attention remains focussed for longer periods than demonstrated in previous clips and recordings. After 7 seconds of viewing, pupil D has identified the two main objects in the clip and the sense of movement.

As the clip moves onto the next animal, pupil D immediately identifies a new animal and is able to track some of its movements. Gaze plot 12 and 13 appear on screen when the goat enters the screen. Gaze plots 15 ,16 and 17 demonstrate that pupil D has identified the final destination of the moving image.

At gaze plot 17 to 22, interest is focussed around the tool bar appearing on screen. At gaze plot 23, 24 and 26 (when the tool bar is minimised) attention returns to the objects in the clip and again pupil D appears to identify two main points of interest. As the images moves quickly pupil D is able to track and identify the main object in a fairly ‘blurry’image (gaze plot 34). After 44 seconds pupil D stands up and leaves the room and the clip is later terminated.

Video Clip 3: Spiderman film

Initially pupil D shows the most interest in this clip. He attends immediately and heat spots can been seen in many areas on the screen. The first gaze plots (1 to 5) appear to focus on the black background and not on the main characters or objects in the frame.

Gaze plots 21 to 24 focus on the main character of the clip although appear slightly lower than the characters facial features. Gaze plots 27 to 31 demonstrate an interest in the two main characters and the communication between them. This is also evident later on in the clip between two new characters (gaze plot 85 to 89).


At gaze plot 52 to 55, Pupil D demonstrates an awareness of a sudden introduction of a new moving character. 52 seconds into the clip, pupil D loses interest and only fleeting glances are recorded.

Pupil D become restless during subsequent sessions and recording became difficult. No more recordings have been completed to date.

Pupil D demonstrates some strong eye gazes and the ability, when focussed to track a visual stimulus. He appears to show an interest in the task bar and boxes that appear on screen. If pupil D is reluctant to remain seated during the session, the collection of information from the tobii gaze viewer will become challenging.